APPLICATION OF PROGRESSIVIST’S LEARNER-CENTERED APPROACHES IN TEACHING AND LEARNING OF MATHEMATICS AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS IN MERU SOUTH SUB-COUNTY, KENYA

By : Simon Nyagah Mwangi

Year : 2015

Level : Masters

ABSTRACT

The central goal of teaching and learning in primary schools in Kenya is development of fundamental reading and  creative-thinking skills to  pupils through various subjects such as Mathematics, English, Kiswahili, Science, Social Studies and  Religious Education.  Research has shown that a  pupil who is performing well in mathematics is more likely to have high scores in all other subjects.  Learning  athematics` problem-solving skills  using learner-centred teaching approach, as emphasized in the philosophy of progressivism, enhances creativity and problem solving skills to pupils.

In contrast, teacher-centered teaching approaches have increasingly dire consequences to the pupils such as  poor performance,  lack of creativity, poor socialization  and  lack of  problem-solving skills.  This  study  assessed  the  application of Progressivism`s Learner-Centered approaches  of  teaching mathematics  among pupils  in  public primary school  in Meru South Sub-County.  The study  employed  descriptive survey research design. The  target  population  comprised  of  5,547 subjects consisting of 5,160  pupils and 387 teachers from  129 public primary schools within Meru South Sub-County. A sample size  of  378 respondents  was  obtained using  simple random sampling and purposive sampling techniques. Questionnaires  were  used  to collect data from pupils and  mathematics teachers. The researcher  sought  opinions from experts in the field of study in order to ensure  the validity of the research instrument.

Piloting was carried out in two primary schools from Maara Sub-County as they share similar  characteristics  with the area of study.  The data was  coded  before  entering it into a computer for analysis using the Statistical Package for   Social Science (SPSS) version 20. Quantitative data was  analyzed using percentages and frequencies while qualitative data was  analyzed using thematic approach. The results of the data analysis were  presented using bar graphs, frequency tables and charts.  The research findings  revealed that teacher-centred teaching and learning approaches were applied to a great extent in Meru South Sub-County. Several factors were blamed on the failure to apply  Progressivists‟ learner-centred teaching and learning approaches such as scarcity of teaching resources, large class size  and wide mathematics syllabus. The researcher anticipates  that the findings  and recommendations of this study may provide valuable reference for teachers,  curriculum developers  and policy makers in education on learner-centered approaches to enhance  teaching of Mathematics  in primary schools.

Please publish modules in offcanvas position.

Chuka University :ISO 9001:2008 Certified.  Copyright © 2017  Chuka University. All Rights Reserved.